EPRS | European Parliamentary Research ServiceAuthors: Denise Chircop, Eulalia Clarós

Members’ Research Service PE 630.331 - December 2018

BRIEFINGInfographicLifelong Learning

Non-formal learning: Access and validation

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This infographic is one in a series on Lifelong Learning. You can access our animated infographic with additional information by scanning this QR code.

Examples of non-formal education for adults

In the EU, 66 % of companies em-ploying between 50 and 249 em-ployees (Figure 2) offer training at the place of work. Opportunities tend to increase with company size. In fact, continued vocation-al education and training (CVET) is mainly funded by enterprises, possibly with some public contri-bution to back up policy priorities, such as extending opportunities to otherwise untargeted audiences. Employers could be motivat-ed to invest to boost productivity, reduce recruitment costs, improve attractiveness and ensure

Figure 2: % of medium-sized enterprises offering learning

Figure 1: Learning paths

Learning happens in different contexts, over the course of a lifetime, following various possible educational paths, as shown in Figure 1. In adult life, learning ranges from programmes that impart basic skills, learning groups engaged in raising awareness on various issues, mature stu-dents at university, open and distance learning, on-the-job training, courses that combine theo-ry with practice, and classes or other learning activities taken in pursuit of a special interest. This infographic explains the modalities that non-formal learning takes across Member States.

Adult learning often takes place within the non-formal sector. It is institutionalised, intentional and planned by an edu-

cation provider as an addition, alternative or comple-ment to school education. Typically, it takes the form

of short courses, workshops and seminars. Educa-tion authorities do not recognise most non-formal qualifications, and some programmes may not lead to any qualifications at all. Therefore, when available, validation gives the recognition need-ed to access further learning or job opportunities. The EU set itself a target of 15 % adult participa-tion by 2020; The participation rate has risen from 10.6 % in 2015 to 12.4 % in 2017. EU activities fo-cus on programmes that impart initial education or

update skills, so that low-skilled adults can gain and maintain employment. Statistics collected at EU level

reflect this policy focus.

Validation

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better diffusion of in-house expertise. However, there are also costs such as fees, time away from the job and the ex-penses of dedicated spaces and learning materials. While participants would benefit from the formal recognition of skills gained, some employers hesitate to provide validation following training, to avoid poaching by other companies.Besides work-based training, several Member States help adults with low qualifications to improve their level of edu-cation. Figure 3 indicates what Member States offer as basic and initial education for mature learners. Basic skills here refer to literacy, numeracy and digital skills, though other skills may be included in some literature. Initial education courses, on the other hand, lead up to a specific level such as primary and/or lower secondary. Some Member States offer programmes that follow the single structure typical of their schooling system.Some public authorities use school buildings to host upper secondary courses for adults in the evenings. Others host such courses in separate educational institutions that ca-ter specifically for adults. The latter are often also the most important providers of non-formal education, training and other services such as guidance and validation for mature learners (Figure 4a).Distance learning allows learners to remain in their own lo-cality. If they engage in e-learning they use ICT supports, but blended learning involves some face-to-face sessions. This is one way of providing adults with flexibility.

In some Member States, there is comprehensive coverage which is pub-licly subsidised. In others, large-scale programmes promote, coordinate and deliver distance learn-ing. In many Member States, however, distance learning programmes are mostly local and/or pri-vately funded initiatives (Figure 4b).

Within the EU, the validation of non-formal learning is on the increase and, while it is mainly used to provide access to higher education, it can help adults to move from lower secondary to upper secondary education. Validation procedures certify the skills and knowledge that individuals with low qualifications develop in their profession or elsewhere. As Figure 5a shows, Member States have adopted a variety of approaches to the validation of non-formal learning. In some cases, the arrange-ments are at national level and bring three sectors together: the education system, the labour mar-

Figure 3: Types of basic and initial education programmes for adult learners

Figure 4: Structures for adult learning

Non-formal learning: Access and validation

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Access to further learning Figure 6: Entry routes to adult learning

Figure 5:

ket and organisations such as charities or NGOs. Alternatively, other Member States have chosen to focus specifically on one or two of these sectors. Whatever the approach, validation is still in its early

stages in many Member States and requires more resources to become truly effective.

The most common use of vali-dation is the award of partial or full qualifications, followed by credits, exemptions and access to formal programmes (Figure 5b). However, validation rarely serves to shorten courses, due to difficulties with implemen-tation. In some Member States, it is possible to receive training specifications with the valida-tion procedure, meaning that a plan for future training is cre-ated. This practice is most usual in initial and continuing voca-tional training. At EU level, the ‘Youthpass’ certificate validates non-formal and informal learn-ing following participation in an ‘Erasmus+’ mobility project.

In Europe 6.5 % of adults have primary level education at most. As Figure 6 shows, in 20 Member States, they need to complete low-er secondary education before they can pro-gress to the upper secondary level, so lack of qualifications can be an obstacle. Among these 20 Member States, seven offer alter-native routes to higher education. Where alternative routes to higher education are available, universities may recognise other qualifications, or offer bridging courses (Fig-ure 7 overleaf ).Most Member States offer some pro-grammes with modules and credits. These act like ‘building blocks’, which is useful for those who find it difficult to finish a course in one go. While higher education institutions use credits, modules are common in contin-uing vocational education, however the lack of agreement on how much study equals ‘one module’ hinders recognition.

1. modules up to upper secondary2. credits up to upper secondary3. lower secondary needed for upper secondary4. alternative routes to higher education

Figure 8: % of adults in further education in 2017

Figure 7: Entry routes to higher education

NOTES and DATA SOURCESCountry codes: AT Austria, BE Belgium, BG Bulgaria, CY Cyprus, CZ Czechia, DE Germany, DK Denmark, EE Estonia, ES Spain, FI Finland, FR France, HR Croatia, HU Hungary, IE Ireland, IT Italy, LT Lithuania, LU Luxembourg, LV Latvia, MT Malta, NL Netherlands, PL Poland, PT Portu-gal, RO Romania, SE Sweden, SI Slovenia, SK Slovakia, UK United Kingdom.Learning paths: Authors’ elaboration. Basic and initial education programmes and Structure for adult learning. Medi-um-sized enterprises offering training. Validation, arrangements and outcomes. Entry routes to adult learning. Entry routes to higher education. Adults in non-formal education

DISCLAIMER AND COPYRIGHTThis document is prepared for, and addressed to, the Members and staff of the European Parliament as background material to assist them in their parliamentary work. The content of the document is the sole responsibility of its author(s) and any opinions expressed herein should not be taken to represent an official position of the Parliament.Reproduction and translation for non-commercial purposes are authorised, provided the source is acknowledged and the European Parliament is given prior notice and sent a copy.© European Union, 2018.

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Figure 8 shows participation in non-formal learning among adults between 25 and 74 years of age. The average for the EU is currently 7.5 %. Not all engagement with learning is work related, however one of the starkest gaps in participation rates is the difference between unemployed persons and employed persons, whatever the age group. Cedefop points out the double handicap of unemployed persons, who miss out on opportunities to acquire skills at work or to participate in job-related training. Besides, opportunities are generally reduced for employees at lower levels, those working part-time, those working in sectors requiring low skills inten-sity, and in small and medi-um-sized establishments. The EU’s education and train-ing strategy, ET2020, states that every adult should have the chance to learn and train, to obtain and maintain a job or to progress in a career. It also recognises adult learning as essential for personal development and active citizenship. The Commission facilitates a network of national coordinators who exchange best practices on improv-ing access to non-formal learning and its validation.